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Programming Standard: Curriculum Planning and Instruction

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Standard 3: Curriculum Planning And Instruction

One of the integral components of the curriculum planning process is Assessment.  The information obtained from multiple types of assessments informs decisions about curriculum content, instructional strategies, and resources that will support the growth of students with gifts and talents.  Educators develop and use a comprehensive and sequenced core curriculum that is aligned with local, state, and national standards, then differentiate and expand it.  In order to meet the unique needs of students with gifts and talents, this curriculum must emphasize advanced, conceptually challenging, in-depth, distinctive, and complex content within cognitive, affective, aesthetic, social, and leadership domains.  Educators must possess a repertoire of evidence-based instructional strategies in delivering the curriculum (a) to develop talent, enhance learning, and provide students with the knowledge and skills to become independent, self-aware learners, and (b) to give students the tools to contribute to a multicultural, diverse society.  The curriculum, instructional strategies, and materials and resources must engage a variety of learners using culturally responsive practices.

Ensuring Student Outcomes for Curriculum Planning and Instruction with evidence-based practices

There are 6 Student Outcomes with accompanying Evidence-Based Practices included in the Curriculum Planning and Instruction Standard:

Standard 3 Description: Educators apply the theory and research-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes. 

Student Outcomes

Evidence-Based Practices

3.1. Curriculum Planning. Students with gifts and talents demonstrate growth commensurate with aptitude during the school year.

3.1.1. Educators use local, state, and national standards to align and expand curriculum and instructional plans.


3.1.2. Educators design and use a comprehensive and continuous scope and sequence to develop differentiated plans for PK-12 students with gifts and talents.
3.1.3. Educators adapt, modify, or replace the core or standard curriculum to meet the needs of students with gifts and talents and those with special needs such as twice-exceptional, highly gifted, and English language learners.
3.1.4. Educators design differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive, and complex content for students with gifts and talents.
3.1.5. Educators use a balanced assessment system, including pre-assessment and formative assessment, to identify students’ needs, develop differentiated education plans, and adjust plans based on continual progress monitoring.
3.1.6. Educators use pre-assessments and pace instruction based on the learning rates of students with gifts and talents and accelerate and compact learning as appropriate.
3.1.7. Educators use information and technologies, including assistive technologies, to individualize for students with gifts and talents, including those who are twice-exceptional.

 

3.2. Talent Development. Students with gifts and talents become more competent in multiple talent areas and across dimensions of learning.

3.2.1. Educators design curricula in cognitive, affective, aesthetic, social, and leadership domains that are challenging and effective for students with gifts and talents.


3.2.2. Educators use metacognitive models to meet the needs of students with gifts and talents.
3.3. Talent Development. Students with gifts and talents develop their abilities in their domain of talent and/or area of interest.

3.3.1. Educators select, adapt, and use a repertoire of instructional strategies and materials that differentiate for students with gifts and talents and that respond to diversity.


3.3.2. Educators use school and community resources that support differentiation.
3.3.3. Educators provide opportunities for students with gifts and talents to explore, develop, or research their areas of interest and/or talent.

 

3.4. Instructional Strategies. Students with gifts and talents become independent investigators.

3.4.1. Educators use critical-thinking strategies to meet the needs of students with gifts and talents.


3.4.2. Educators use creative-thinking strategies to meet the needs of students with gifts and talents.
3.4.3. Educators use problem-solving model strategies to meet the needs of students with gifts and talents.
3.4.4. Educators use inquiry models to meet the needs of students with gifts and talents.

 

3.5. Culturally Relevant Curriculum. Students with gifts and talents develop knowledge and skills for living and being productive in a multicultural, diverse, and global society. 3.5.1. Educators develop and use challenging, culturally responsive curriculum to engage all students with gifts and talents.
3.5.2. Educators integrate career exploration experiences into learning opportunities for students with gifts and talents, e.g. biography study or speakers.
3.5.3. Educators use curriculum for deep explorations of cultures, languages, and social issues related to diversity.

 

3.6. Resources. Students with gifts and talents benefit from gifted education programming that provides a variety of high quality resources and materials. 3.6.1. Teachers and administrators demonstrate familiarity with sources for high quality resources and materials that are appropriate for learners with gifts and talents.

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